Time n Proj Mgt Workbook

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TIME&PROJECTMANAGEMENT

Participant Workbook


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All rights reserved. This publication may not be reproduced, stored in a retrieval system, or transmitted inwhole or in part, in any form, or by any means, electronic, mechanical, photocopying, recording, or

otherwise, without the prior written permission of Gregory D. Wilkie

2006, Gregory D. WilkiePO Box 1695 Anchorage, Alaska 99514-1695(907) 332-0500 [email protected]


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Session Agenda

Time and Project Management Overview (2 hours total)Provided as one two-hour long session

Time ManagementIntroduction

Exercise

Managing TimeManagement Functions

Managing You

Project ManagementIntroduction

What Is A Project?

Why Is Project Management Important?

Appendix

Bibliography


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This Page Intentionally Blank


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SESSIONOBJECTIVES

DESIRED RESULTS at the end of this session, participantswill:

1. Be able to provide a working definition of the threetimes of time

2. Be able to prioritize a list of tasks by importance usingthe four quadrant system

3. Be able to provide a working definition of a projectand what is, normal work.

4. Be able to identify a minimum of two (2) projects theyare currently working

MY DESIRED RESULTS

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Notes

"The great thing in this worl

is not so much where we

stand, as in what direction

we are moving"

- Oliver Werndell Holmes


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INTRODUCTION

Demonstration: Time In A BottleWho: ANTHC Scholarship and Intern Recipients

What: Identifying the amount of time available toyou during any given day

When: In the next ten (10) minutes

Where: At your desk / table

Why: To identify the types of time and how thetypes can be used

How: Through the construction of a model

Time In A Bottle Elements:

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Notes


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Exercise: Time In A Bottle (Continued)For the model of time that was constructed

How were priority tasks illustrated?

What characteristics did all of the time elementshave in common?

Are the characteristics different for different people?

Time ManagementCan you reallyManage Time?

Are you able to arrange for more than:

24 hours in a day?

60 minutes in an hour?

60 seconds in a minute?

Time Management is actually a misnomer. Attempting tomanage time would be like asking someone to manage thedirection north.

Notes


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DAILYTIMELOG

Keeping a Daily Time Log for several days helps you tounderstand how you spend your time, and when you performat your best. Without modifying your behavior any further

than you have to, note down the things you do as you dothem on the daily time log. Every time you change activities,whether opening mail, working, making coffee, gossipingwith colleagues or whatever, note down the time of thechange.

Learning from Your Daily Time LogOnce you have logged your time for a few days, analyze thedaily time log. You may be alarmed to see the length of timeyou spend doing low value jobs!

You may also see that you are energetic in some parts of theday, and flat in other parts. A lot of this can depend on therest breaks you take, the times and amounts you eat, andquality of your nutrition. The daily time log gives you somebasis for experimenting with these variables (called peaksand valleys).

Key points:Daily time logs are useful tools for auditing the way that youuse your time. They can also help you to track changes inyour energy, alertness and effectiveness throughout the day.

By analyzing your daily time log you will be able to identifyand eliminate time-wasting or low-yield jobs. You will alsoknow the times of day at which you are most effective, sothat you can carry out your most important tasks duringthese times.

Types Of TimeThe Good News: There are portions of our work day thatare within our control.

The Bad News: There are portions of our work day that arenot within our control.

How do we tell the difference between those times we are incontrol and those times when we are not in control?Through the use of a daily time log (see appendix).

Notes


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TYPESOFTIME

System Imposed TimeIs used to accommodate requests from peers for activesupport. Neglecting these requests will also result in

penalties, though not always as direct or swift. Examplesare: red tape, bureaucracy, and adminstrivia

Boss Imposed TimeIs used to accomplish those activities that the boss requiresand that the employee cannot disregard without direct andswift penalty. The time we spend doing things we would notbe doing if we did not have bosses.

Self-Imposed (Discretionary) Time whats left overIs used to do those things that the employee originates or

agrees to do. A certain portion of this kind of time, however,will be taken on by peers as part of their self-imposed time.The remaining portion will be the employees own and iscalled discretionary time. Self-imposed time is not subject topenalty since neither the boss nor the system can disciplinethe employee for not doing what they didn't know he hadintended to do in the first place

Notes


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MANAGINGYOU

You have kept your Daily Time Log for at least a week, areaware of your daily peaks and valleys, and are reducing thenumber of top time wasters (see appendix) affecting you.

Notes


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THEBOTTOMLINE

Three ThingsThat all supervisors and managers need to ensure theiremployees have to be successful in their job tasks:

The employee has the knowledge and ability to do thejob

The employee has the necessary job-specific trainingto do the job

The employee has the necessary resources to do the

job

Quality

TimeCost

Notes


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TRANSITIONS

From Worker

To Manager

Group Activity

Look at the forehead of the person next to you

What do you see?

Why is it there?

Performs

Work

Provides

Service

Receives

Reward

Plans Work

With Others

ImplementsPlans

For Own &

EmployeePerformance

FacilitatesEmployee

Performance

Assists in theMeasurement

ofProductivit

Implementsor

Assists in thePerformance

Reward

Notes


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BEHAVIORALFOUNDATIONS

Biology, or Environment?In general psychology courses, we always hear, Is it nature,or is it nurture? Whether the behaviors we are observingare based on the biology (genetic), or on the environmental

(enculturation) affects on the individual, the answer is Yes!

Who We Are, How We AreHave you ever asked yourself, Who am I?

How did you answer?Were you satisfied with your answer?How did you know what you answered was correct?What criteria did you use?

To be able to manage others, we first must know ourselves.We can get to know ourselves better through increasing our

self awareness. Increasing our self-awareness can beaccomplished through introspection, administration ofpsychological instruments, or through professionalassessments.

A good tool to use for introspection is a daily journal.

Typical questions you might ask yourself (introspection) are:How do I make decisions?

Why do I make decisions like that?

Is there a specific methodology, or path that I taketo arrive at decisions?

Do I use different decision methodologies if theissue is critical?

How do I determine whether an issue is critical?

Group ActivityOrientations InventoryGo to handout and follow directions for administering andcompleting the Orientations Inventory

Check Step:On page 5, the two sums, when added together

should equal 59

Notes

"Always make sure people

are aware of your knowledge

and skills, of what you can do

specifically for them."

- Anon


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MODELS OFBEHAVIOR

Humanistic Model

Henry Marshs Model

Henry Marsh is one of the greatest U.S. steeplechasers of all-time,Henry Marsh still holds the American record in the event (8:09.17 in

1985).

Needs

Belief

WindowBehaviors

ActionsPersonal

Truths

LifeLOVELOVELOVELOVE

Variety

FeelingImportant

AttitudeFFeeeelliinnggss

BB

ee

lliiee

ffss

BBeehhaavviioorraallIInntteennttiioonnss

BBeehhaavviioorr

Emotional

Notes

Human RelationsThe six most important words:"I admit I made a mistake."

The five most important words:"You did a good job."

The four most important words:"What is your opinion?"

The three most important words:"If you please."

The two most important words:"Thank you,"

The one most important word:"We"

The least most important word:"I"


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Psychoanalytical Model

Motivation Ability Role Perception Situational Factors(MARS) Model

IInnddiivviidduuaallBBeehhaavviioorraanndd

RReessuullttss

RRoolleePPeerrcceeppttiioonn

SSiittuuaattiioonnaallFFaaccttoorrss

MMoottiivvaattiioonn

AAbbiilliittyy

VVaalluueessPPeerrssoonnaalliittyy

PPeerrcceeppttiioonnssEEmmoottiioonnssAAttttiittuuddeessSSttrreessss

Values

Feelings

Ideas

Notes

HeredityEnvironment

Decisions(Made)

Behavior


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MENTORING

Sample Definitions of MentoringDealing with individuals in terms of their total personality inorder to advise, counsel, and/or guide them with regard to

problems that may be resolved by legal, scientific, clinical,spiritual, and/or other professional principles.www.oalj.dol.gov/public/dot/refrnc/dotappb.htm

The process in which an experienced colleague is assignedto an inexperienced individual and assists in a training orgeneral support role.www.lmuaut.demon.co.uk/trc/edissues/ptgloss.htm

A form of teaching that includes walking alongside theperson you are teaching and inviting him or her to learn from

your example.www.imb.org/CPM/Glossary.htm

"Off-line help by one person to another in making significanttransitions in knowledge, work or thinking."Clutterbuck, D & Megginson, D, Mentoring Executives and Directors(1999)

What definition do you use to describe mentoring?

What is the difference between the, experiencedcolleague and the, inexperienced individual?

What do the terms experienced and inexperiencedmean in reference to mentoring?

Could you be a workplace mentor?How?

Why?

Notes


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Four Commitments Of MentoringA person cannot lead others without first learning how tolead oneself. A mentor cannot mentor others without first

having been mentored successfully. It is in knowing thyselfand recognizing your own strengths AND weaknesses thatauthentic leadership begins. It is in the experience of seekand you shall find; ask and you shall receive that we learnthe wisdom of life and powerful strategies to help others.

Mentoring will require four commitments from you:1. Self-discipline to complete all the activities your mentorprovides. Each activity will help you explore a part of yourselfthat you may not have thought about before.

2. Keeping a journal. All activities, as well as otherreflections, should be kept in a journal. It is recommendedthat you continue writing the journal beyond the completionof your mentoring program. Journaling can help you reflecton who you are in the world and how life impacts you. At thebeginning of your journal, label 3-5 pages with MentoringNeeds. On the Mentoring Needspages you willaccumulate a list of mentoring needs, which will presentthemselves as you progress through your mentoringactivities.

3. Design a support group ofthree other people that youcan call on as you progressthrough your mentoringprogram. The members ofthis group can serve you inthe following ways:

o As your point ofaccountability.You need to tell someone that you are doing aspecific exercise and that you want him or her

to check up on you to be certain you havecompleted it by a date certain. Selectsomeone who can motivate you.

Notes


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Four Required Commitments Of Mentoring (Continued)

o As your confidant. There will be things thatcome to you through your reflections that you

may want to talk about. Such conversationsmay be very personal. Select someone youcan trust in those moments.

o As your cheerleader. There may be times youwill want to not follow through with this course.Select someone who will remind you of yourvision as you begin this course.

Exercise: My Support Group

Identify your support group in your journal.

As you progress through your mentor program, lean onthese people to help you in your personal and professionalgrowth.

4. On a daily basis, ask yourself the following questions inthe morning and in the evening. Asking these questions willset you on a healthy path of proactive noticing of you in theworld.

The questions can simply be a mental exercise that takesabout 3-5 minutes in the morning and evening OR you can

journal your responses. The key is to develop a pattern ofconsistent questions that empower you on a daily basis.

Notes


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Morning Empowerment Questions

1. What am I excited about in my life now?

What about that makes me excited? How does that makeme feel?

2. What am I grateful about in my life now?

What about that makes me grateful? How does that makeme feel?

3. What am I enjoying most in my life right now?

What about that do I enjoy? How does that make me feel?

4. What am I committed to in my life right now?

What about that makes me committed? How does that makeme feel?

5. Who do I love? Who loves me?

What about that makes me loving? How does that make mefeel?

Evening Empowerment Questions (Robbins, 1991)

1. What have I given today?

2. What did I learn today?

3. How has today added to the quality of my life?

4. How did I contribute to others today?

5. How did I show my love and compassion for others today?

Notes

Thin

kSideways

-

--Ed

wardDeBono


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What is mentoring? Why is it important to you?

A mentor is generally considered a more experienced

person who alternately functions as a coach, counselor, anda teacher. The mentoring relationship has many functions:

Enhance skill and intellectual development, Welcome and facilitate entry and advancement in the

work situation, Expand horizons and perspectives, Acquaint the mentee with values, customs, resources,

and professional connections, Model the professional role, Advise, give moral support and build confidence,

Furnish a relatively objective assessment of strengthsand weaknesses,

Define the newly emerging self and to encourage thedream.

Mentoring is carried on in informal and formal ways.Mentoring can be done through facilitation by anotherindividual or through self-facilitation.

Completing a mentoring program can put you on the path tosuccessful adulthood, a promising professional life, and a

healthy, integrated personal approach to life

Informal mentoring

Most people experience the informal happenstancementoring throughout a lifetime. Lucky mentees arechosen by persons who take a special interest in them andpromote their personal or career development. A majorproblem with informal mentoring is that women andminorities are the least likely to be adopted by a mentor.

The old boys network for promising young men, especiallywhite, middle class men, has not yet been fully adapted forother deserving candidates. Thus the reason for thedevelopment of more formal mentoring programs andservices.

Notes


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Formal mentoringFormal mentoring programs vary in scope and design.Some are sophisticated programs with staffs for training and

monitoring progress; others are volunteer-led networks forsupporting mentors and mentees. Professional associationsand business are likely sponsors of mentoring networks.Personal coaches, like a personal trainer, are available forhire by either a corporate professional developmentdepartment for promising career candidates OR by anindividual who is determined to fulfill career dreams.

Self-Facilitation or Mentoring Self-Management ProgramThrough self-facilitation or self-management, menteesidentify, understand, and use their unique developmental

patterns to manage their own mentoring. In other words, byobserving yourself objectively, and reflecting on what youobserve, you can determine exactly what you need toovercome your next developmental challenge. A mentoringself-management program places the responsibility onto thementee and expands the notion of mentoring to includepeers, parents and siblings, biographies, illuminatingmaterials and media, reflection on field experiences andserial mentoring.

Notes


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There are two types of self-management: Passive andProactive.

Passive self-management occurs when you put yourself ina situation where things will happen to you, which youbelieve will be empowering. By placing yourself in certainsituations, you are provided with experiences, which affectyou more or less profoundly. When you choose to enroll in acourse or to work in a particular environment, you arepracticing passive self-management.

Proactive self-management occurs when you consciouslychoose to alter your behaviorto interrupt how you normallydo things, believing this can benefit you. You may choose to

speak or listen or behave in a new way. You take theinitiativeit is your idea, your choice, your action. Forexample, choosing to exercise is proactive self-managementfor a person who may normally be inactive. Choosing towear a different style of clothing may alter how peoplerespond to you. Beginning meditation, expressing feelingsyou usually hide, or sharing secrets are all examples ofproactive self-management.

This proactive self-management focus allows you to workthrough all the barriers you internally create to resist change

in behavior. Using your conscious will in pursuit of apersonal goal is the thing that gives you the energy to keepon the path of pursuit. As you become more proactive inyour life, you will also become stronger.

As you pursue your career, you will ultimately be in aprofession where you must mentor and lead others. For amentor-in-training, self-management is essential. You needto take on training yourself to be fully conscious and asaware as possible. This self-management training needs tobecome a life practice, focused on looking for ways of

continuous self-improvement.

Notes

"Change your thoughts andyou change the world."

- -- Harold R. Mcalindon,

Writer


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COACHING

Coaching, as defined by the Coaches Training Institute(CTI), is a powerful alliance designed to forward andenhance the lifelong process of human learning,

effectiveness and fulfillment. A coach is someone who willhelp you articulate your goals, define strategies and plans,hold a vision of you in full expression and success, andchallenge you to achieve that vision. So you and your coachbecome powerful participants in a team that is committed todeepening your learning and forwarding the progress towardyour professional and personal goals.

Some Definitions Of Coaching An alliance between two equals for the purpose of

meeting the client's needs" - Co-Active Coaching,

Laura Whitworth

"Professional Coaching is an ongoing professionalrelationship that helps people produce extraordinaryresults in their lives, careers, businesses ororganizations. Through the process of coaching,clients deepen their learning, improve their

performance, and enhance their quality of life." - TheInternational Coach Federation (ICF)

"Coaching is a professional relationship that

enhances the client's ability to get clear, to focus onlearning, making changes, achieving desiredobjectives and experiencing fulfillment." - TheAssociation of Personal and Professional Coaches

"Coaching is a collaborative process that amplifiesand accelerates self-discovery, promotes clarity,creativity and choice, and helps people achieve--andoften exceed--their goals more quickly and moreefficiently than they would without the partnership of acoach." - The Academy for Coach Training (ACT)

Notes


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CORECOACHINGCAPABILITIES

Knowledge:As a coach you need to know

What coaching means and what distinguishescoaching as distinct from other learning and helpingroles

What the coaching process involves and whatcoaching models underpin your role as a coach

Where coaching fits within wider developmentalprocesses (particular within organizations)

What personal and professional capabilities thecoachee needs to develop

How to manage the coaching relationship and to setclear boundaries

How people respond to, manage and resist change How people learn and adapt coaching to suit different

learning styles The limits and boundaries of your own practice

Skills: As a coach you need to be able to

Actively listen and communicate at different levels Employ your intuition Creatively ask questions Influence with integrity Give feedback artfully Be empathic in face of setbacks

Demonstrate confidence in self and coachee Be compassionate Work openly and collaboratively Challenge he coachee Help the coachee engage in problem-solving Facilitate goal-setting & generation of own strategies Focus on action Inspire persistence Act in the best interests of the coachee Network and access resources Manage self

Demonstrate passion Act ethically and with the highest integrity

Notes


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Core Coaching Capabilities (Continued)

Behaviors:As a coach you should

Demonstrate empathy and build rapport Promote and facilitate excellence Inspire curiosity to open up new horizons Encourage self-discovery Act as a role model Be non-judgmental Posses a sense of humor and use appropriately Value diversity and difference Show tact and diplomacy Maintain trust and confidentiality Signpost client to other sources of support

Seek opportunities to build clients confidence andself esteem

Critically evaluate own practice Engage in continuous professional development

(CPD) Share learning with clients and peers and the wider

coaching community(Association of Coaching)

Notes


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The Six-Step Coaching Model1. Assess where the person is now.

Skills

Job knowledge Attitude and satisfaction

2. Determine the individuals goals and expectations

Reasonable

Measurable

Quantifiable

Attainable

On a realistic timeline

3. Develop a plan to achieve the goals

What

How

When

4. Implement the plan

Take action.

Take chances

5. Evaluate the performance

Measure against the standard.

6. Provide feedback: how and when

Focus on continuous improvement.

Notes


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STEP1:ASSESSWHERETHEPERSONISNOW

Preparing For CoachingTen Steps For One-On-One CoachingInstructions: Use this SkillGuide to complete the first of 10

critical steps in preparation for a one-on-one coachingsessionPhase 1: Find the Facts

What was covered in previous sessions?

What goals were set?1.2.3.

Have I qualified the results?

Have I talked with:

other peers

other coaches?

Do I have a current evaluation of this person?

What are the goals of this session?1.2.3.

What action would I like to see as a result of thissession?

Phase 2: Set the stage

Praise what they do well, identify the problem.

Describe the challenge, opportunity, or growth.

Communicate your expectations for the session.

Phase 3: Define the challenge/problem

Listen actively, ask questions, reflect and paraphrase.

Let them vent (let them finish and manage yourreactions).

Offer your perceptions as a guide, dont bejudgmental.

Describe their behavior only (objective, descriptive,specific).

Source: Implementing the Coaching Model

Notes


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Phase 4: Get agreement on the facts

Clarify and summarize.

Phase 5: Search for options Ask questions and listen.

Encourage them to come up with solutions.

Guide them to other options (not offering yoursolution).

Phase 6: Prioritize the options

Rank and evaluate the consequences.

Phase 7: Develop an action plan

Write specific steps that need to be taken.

Define activities and when the training will begin.

Phase 8: Define the timelines

Be specific.

Phase 9: Praise them once more before they leave theoffice

Let them know you appreciate their contributions.

Leave on an "up note".

Phase 10: Follow-up.

Monitor milestones, redirect and reassess.

Begin the coaching cycle again.

Notes


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STEP2:DETERMINE THE INDIVIDUALSGOALS AND EXPECTATIONS

Goals Need To Be SMARTSpecific

Focused, defined, certain, identifiable detailedUse the Hold My Focus Worksheet located in the Appendix

MeasurableQuantifiable, assessable, detectable, significant

AchiveableWithin the capabilities of the individual.Challenging, yet able to achive success

Realistic

Within the individuals bounds of achivementNot an ideal or dream, but something that is tangible

Time-boundTime urgentA goal without a time urgency is a dream, or ideal

Use the Goal-Setting Worksheet located in the Appendix

When discussing goals, ensure that the goals are written inplain language, captured the way the coachee states them.

Writing down goals increases the probability that they will beachieved by 33 percent. Sharing goals with anotherincreases the probability that they will be achieved by anadditional 33 percent (Coachville.com).

Notes


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STEP3:DEVELOP A PLAN TO ACHIEVE THEGOALS

Using the goals identified in Step 2, cooperatively work withthe coachee to develop a realistic plan to achieve the

goal(s).

Use the Annual Life Planner Worksheet located in theAppendix

The goal achievement plan should include the parameters oftime line with milestones, cost/resources needed, and thelevel of quality/specific scope necessary to achieve thegoals.

Goal achievement plans require the coach and coachee to

do three things to e successful: Communicate,Communicate, Communicate.

Communicate honestly and frequently with thecoachee to ensure a clear understanding of the boundariesand requirements of each goal

Communicate honestly and frequently to ensure aclear understanding of goal expectations

Communicate honestly and frequently to ensure aclear understanding of the level of respect that each of you

have for the others commitment to the coaching

Working with the coachee, examine the coachees level ofcommitment, dedication of time, and level of passion toachieving the goal. Working within these parameters arealistic timeline of accomplishment can be developed andagreed upon.

Use theAction Plan sheet located in the Appendix to assistyou in formulating the coachees plan.

Notes

"Change your thoughts and

you change the world."

- -- Harold R. Mcalindon,

Writer


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STEP4:.IMPLEMENTTHE PLANIdentifying the coachees goals and developing anachievement plan are only a part of the coaching process.The plan must be implemented and evaluated for its level of

success.

Implementing the plan involves:Continuing the coach-coachee communication in theform of feedback, continuing clarification of the goalsand objectives

Monitoring milestone achievement and the level ofachievement attained

Monitoring and reviewing resource usage ensuringthat resources are not depleted prior to goalattainment

Saying what you will do, doing what you say, anddocumenting the results

Implementing the plan continues to build the level of trustbetween the coach and coachee, through continued honestand frequent communication. A daily checkin with thecoachee, lasting no more than five minutes, allows the coachto be present and available for the coachee. The dailyavailability of the coach provides the coachee with anopportunity to announce the level of success achieved

towards the goals, if there is any need to adjust milestonesor the timeline.

Continuing and even increasing the level of communicationduring the plan implementation is essential for the successof the coachee.

Notes


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STEP5:EVALUATETHE PERFORMANCEMake it private, make it positiveWhen evaluating your coachee, use the two-minutechallenge:

State what you have observed

Wait for a responseBe aware of sidetracksDo not allow yourself to be taken off focus

Ask for a specific solutionDemand specifics, do not settle for stories

Ask again for a specific solution

Agree together on a specific solution(Source: The Practical Coach video)

Allow the coachee to self-evaluate their progress towardstheir goals. Assist the coachee in remaining real in theirself-evaluation through an analysis of the challenges theyare facing, the hurdles they have already cleared and whatthey may see on the path ahead of them in attaining thegoals.

The evaluate performance step is one of the most

challenging for coaches and coaches alike. This is not atime to accept excuses, become sidetracked, or allow thecoachee to settle for less than what they agreed upon duringthe goal-setting step.

Notes


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STEP6:PROVIDE FEEDBACK

Catch them doing things rightKenneth Blanchard & Spencer Johnson, The One Minute Manager

When providing the coachee with feedback on theirperformance, reiterate your usage of the two-minutechallenge:

State what you have observed

Wait for a responseBe aware of sidetracksDo not allow yourself to be taken off focus

Ask for a specific solutionDemand specifics, do not settle for stories

Ask again for a specific solution

Agree together on a specific solution(Source: The Practical Coach video)

Remain consistent and honest in your communication withthe coachee. Both the coach and coacheescommunications need to remain honest, consistent, andrealistic. The providing feedback step is not a time to alterthe goals, the milestones, or the levels of achievementnecessary to be successful.

Ensure that you, as coach, actively listen and observe thecoachees reaction and responses to your feedback.

Is the coachee receptive to the feedback?

Is the coachee able to use the feedback youare providing?

Coaching is a two-way street, both of you will learn valuableexperiences that can be beneficial to your futures.

Activity: Coaching Role Play

Notes

"I have found that being

honest is the best technique I

can use. Right up front, tell

people what you're trying to

accomplish, and what you're

willing to sacrifice to

accomplish it."

- Lee Iacocca


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COACHING&MENTORINGAPPLICATIONS

How is coaching and mentoring different fromsupervision?

Supervision is the process of employee development,management, and evaluation which is used by a boss.People can grow as a result of supervision, at least to thepoint that the possibility of losing one's job is a motivation forgrowth. Learning in a supervisory situation is often a veryhigh risk circumstance. If an employee shares hisweaknesses, or her needs with a supervisor, they risk poorevaluations and dismissal. That is why supervision is oftennot very effective. The risk taking needed for learning andgrowth are not likely to occur.

Very progressive managers who are also effective leaderscan be somewhat more successful in prompting professionalgrowth in their employees, but leadership requires"followership". Leadership implies an "attracting" or "pulling"influence, and followership suggests that employees aredrawn toward something, but have some degree of choiceas to whether they follow the leader and whether they growor not. Anyone who has tried to lead others knows just how

true that is. Marilyn Ferguson states it so well. "The gate tochange is locked on the inside."

Notes


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How is coaching and mentoring different from supervision? (Continued)

High Impact Mentoring and Coaching" is designed to bevery separate from supervision. This approach to mentoring

and coaching frames the mentor/coach as a highly effectiveleader WORTH following. In other words, "High Impact"mentors and coaches are MODELS and MAGNETS of bestpractices, increased performance, and greater results.People are attracted to them.

Also, this conception includes explicitly understanding thatthe employee who works with a mentor or a coach mustchoose:

1. To defer to the greater experience of a mentor

2. To learn through others' experiences and mistakes andavoid learning by trial and error3. To take the risks of discussing their own weaknesses andneeds and of learning in front of someone more senior.

Choosing to act that way takes a very special circumstanceand relationship, and that is why mentoring and coachingmust NOT overlap evaluation and supervision.

Certainly supervisors MUST be trained and expected to alsoact as mentors and coaches. Those skills will improve their

ability as supervisors and the results of their supervision.However, we ALSO need non-supervisory relationshipsbetween mentors/coaches and the employees who are theirprotgs, if we expect to dramatically accelerate the learningand performance within our organizations.

Retrieved from: http://www.mentoring-association.org/FAQs.html#anchor128231337, 4 April 2006

Notes


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Page 36 of 39 36

Clean Sweep Program(Source: Coach University, http://www.coachu.com)

The Clean Sweep Program consists of 100 items thatmonitor the coachees

Physical Environment (Work and Home)Health & Emotional BalanceMoney (Financials)Relationships (Personal and Professional)

These four key areas provide balance and minimize thedrag of daily living and work. When issues are on yourmind, you are unable to donate the full amount of timenecessary to do your job effectively and efficiently;

When you are feeling healthy, have positive relationships,reduced financial worries, and you can appreciate yourrelationships can influence the outcomes in your personaland professional lives. You can now dedicate your full focusto what matters your occupation and your personal life.

The Clean Sweep Program is a great way to monitor qualityof life and the level of outcomes possible.

Notes

"I've missed over 9,000 shotsin my career.

I've lost almost 300 games.

26 times I've been trusted to

take the game-winning shot . .

. and missed.I've failed over and over andover again in my life.

And that is why I succeed."

-- Michael Jordan


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Page 37 of 39 37

Appendix

Daily Time Log

Top Time Wasters

Time Management, The Leadership Center At Washington State UniversityWork Habit Personalities

Philosophy of Managing Your Time

Ways To Save Time

Management Time: Whos Got The Monkey?

Action Plan

Notes


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Documents

Time n Proj Mgt Workbook